Effect of Motor Games in Accordance with Montessori Education Theory on Electrical Activity of Muscles in Children with Attention-Deficit/Hyperactivity Disorder

Introduction: Attention-deficit/hyperactivity disorder is among the most prevalent medical-psychological diseases in children. Finding treatment methods to improve these individuals is very important, scientifically. The present study aimed to evaluate the effect of motor games by Montessori education theory on the electrical activity of muscles in children with attention-deficit/hyperactivity disorder during walking. Methods: This study was a clinical trial. 30 boys with attention-deficit/hyperactivity disorder were randomly divided into control (number = 15, age: 8.1 ± 0.4 years) and experimental (number = 15, age: 8.1 ± 0.5 years) groups. Before and after 12 weeks, electromyographical activities of selected muscles during walking were recorded by the electromyography system. Exercise protocol includes motor games by Montessori education theory for 12 weeks (3 sessions per week). Statistical analysis was done by two ways ANOVA with repeated measures. Results: During the loading phase, the results demonstrated that the frequency content of tibialis anterior (P=0.041) and vastus lateralis (P = 0.041) muscles was lower during the post-test than that pre-test in the experimental group only. During the mid-stance phase, the findings showed that the frequency content of gluteus medius muscle was lower during the post-test than that pre-test in the experimental group only (P = 0.047). Conclusions: The reduction of muscular frequency content in the present study after training is associated with improved gait efficiency. Therefore, using this exercise protocol was recommended for boys with attention/hyperactivity disorder.